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Bilgisayar Ve Öğretim Teknolojileri Eğitimi Ana Bilim Dalı KODLAMA

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Bilgisayar Ve Öğretim Teknolojileri Eğitimi Ana Bilim Dalı KODLAMA Bilgisayar ve Öğretim Teknolojileri Eğitimi Ana Bilim Dalı KODLAMA EĞİTİMİNDE ROBOT KULLANIMININ ORTAOKUL ÖĞRENCİLERİNİN ERİŞİ, MOTİVASYON VE PROBLEM ÇÖZME BECERİLERİNE ETKİSİ Fatih ÖZER Yüksek Lisans Tezi Ankara, 2019 Liderlik, araştırma, inovasyon, kaliteli eğitim ve değişim ile Bilgisayar ve Öğretim Teknolojileri Eğitimi Ana Bilim Dalı KODLAMA EĞİTİMİNDE ROBOT KULLANIMININ ORTAOKUL ÖĞRENCİLERİNİN ERİŞİ, MOTİVASYON VE PROBLEM ÇÖZME BECERİLERİNE ETKİSİ EFFECT OF USING ROBOTICS IN TEACHING CODING ON ACHIEVEMENT, MOTIVATION AND PROBLEM SOLVING SKILLS OF MIDDLE SCHOOL STUDENTS Fatih ÖZER Yüksek Lisans Tezi Ankara, 2019 Kabul ve Onay Eğitim Bilimleri Enstitüsü Müdürlüğüne, Fatih ÖZER’in hazırladığı “Kodlama Eğitiminde Robot Kullanımının Ortaokul Öğrencilerinin Erişi, Motivasyon ve Problem Çözme Becerilerine Etkisi” başlıklı bu çalışma jürimiz tarafından Bilgisayar ve Öğretim Teknolojileri Ana Bilim Dalı, Bilgisayar ve Öğretim Teknolojileri Bilim Dalında Yüksek Lisans Tezi olarak kabul edilmiştir. Bu tez Hacettepe Üniversitesi Lisansüstü Eğitim, Öğretim ve Sınav Yönetmeliği’nin ilgili maddeleri uyarınca yukarıdaki jüri üyeleri tarafından 10 / 07 / 2019 tarihinde uygun görülmüş ve Enstitü Yönetim Kurulunca ..... / ..... / ......... tarihinde kabul edilmiştir. Prof. Dr. Ali Ekber ŞAHİN Eğitim Bilimleri Enstitüsü Müdürü i Öz Bu araştırmanın amacı, kodlama eğitiminde robot kullanımının 5. ve 6. sınıf öğrencilerinin erişi, motivasyon ve problem çözme becerilerine etkisini belirlemektir. Araştırma Bolu ili Merkez ilçesinde 87 öğrenciyle yürütülmüştür. Yarı deneysel desenlerden kontrol gruplu ön test – son test deney modeline göre hazırlanan araştırmada, altı haftalık temel programlama eğitiminin ardından, deney grubu öğrencileri altı hafta süresince robot kullanarak kodlama öğrenirken kontrol grubu öğrencileri aynı süre boyunca robot kullanmadan kodlama öğrenmişlerdir. Araştırma kapsamında veri toplama aracı olarak “Kişisel Bilgi Formu”, “Programlama Erişi Testleri”, “Çocuklar İçin Problem Çözme Envanteri” ve “Motivasyon Ölçeği” kullanılmıştır. Verilerin çözümlenmesinde bağımsız örneklem t-testi, eşleştirilmiş örneklem t-testi ve kovaryans analizi kullanılmıştır. Araştırma sonucunda programlama erişi testi sonuçlarına göre her iki grupta da ön test - son test puanları arasında istatistiksel olarak anlamlı bir farklılık bulunmuştur. Grupların son test puanları karşılaştırıldığında deney grubu lehine anlamlı bir artış olduğu tespit edilmiş, ön test puanları kontrol altına alınarak yapılan analiz sonucunda ise deney grubu lehine anlamlı bir fark ortaya çıkmıştır. Problem çözme envanteri sonuçlarına göre deney grubu ön test - son test puanları arasında istatistiksel olarak anlamlı bir farklılık bulunmuş, kontrol grubu ön test - son test puanları arasında anlamlı bir farklılık bulunmamıştır. Grupların son test puanları karşılaştırıldığında gruplar arasında anlamlı bir farklılık ortaya çıkmamış, ön test puanları kontrol altına alınarak yapılan analiz sonucunda ise deney grubu lehine anlamlı bir farklılık ortaya çıkmıştır. Motivasyon son test sonuçlarına göre ise robotik kodlama faaliyetlerinin öğrencilerin motivasyonlarını arttırdığı ancak bu artışın istatistiksel olarak anlamlı bir fark yaratmadığı belirlenmiştir. Anahtar sözcükler: kodlama, Scratch, robot, erişi, motivasyon, problem çözme ii Abstract The aim of this study is to determine the effect of using robots in coding on achievement, motivation and problem solving skills of 5th-6th grade students. The study was conducted with 87 students in the central district of Bolu. The research design of the study was quasi-experimental type that included a control group. After six weeks of basic programming training, the experimental group students learned coding using robots for six weeks while the control group students learned coding without using robots for same period. “Personal Information Form”, “Achievement Tests”, “Problem Solving Inventory for Children” and “Motivation Scale” were used as data collection tools. Independent samples t-test, paired samples t-test and covariance analysis were used for data analysis. According to programming achievement scores, significant difference was found between the pretest-posttest scores of both groups. When the posttest scores of groups were compared, significant increase was found in favor of the experimental group. After the pretest scores were taken under control, a significant difference was found in favor of the experimental group. According to problem solving inventory scores, significant difference was found between the pretest-posttest scores of experimental group, whereas no significant difference was found in the control group. When the posttest scores of groups were compared, no significant difference was found between groups. When the pretest scores were taken under control, a significant difference was found in favor of the experimental group. According to motivation posttest results, robotic coding activities increased the students’ motivation but this increase was not significant. Keywords: coding, Scratch, robot, achievement, motivation, problem solving iii Teşekkür Çalışmanın ilk gününden bu zamana kadar değerli görüş ve önerileriyle desteğini her daim hissettiğim, umutsuzluğa kapıldığımda tekrar çalışmama odaklanmamı sağlayan, tecrübesizliğimden kaynaklanan hatalarıma hoşgörüyle yaklaşan saygıdeğer danışmanım Prof. Dr. Hakan TÜZÜN’e, Yüksek lisans eğitimim boyunca vermiş olduğu katkılardan dolayı değerli hocalarım Prof. Dr. Süleyman Sadi SEFEROĞLU, Prof. Dr. Halil YURDUGÜL, Prof. Dr. Yasemin KOÇAK USLUEL, Prof. Dr. Buket AKKOYUNLU’ya, Çalışmamı inceleyen ve değerli katkılarını eksik etmeyen hocalarım Prof. Dr. Kürşat ÇAĞILTAY, Doç. Dr. Hasan ÇAKIR ve Dr. Öğr. Üyesi Göknur KAPLAN’a, Anlayışlı tavırlarıyla yardımlarını ve desteklerini benden esirgemeyen değerli okul müdürüm Cemil AYDIN’a, Çalışmama katılan öğrencilere, Çalışmama verdiği destekten dolayı meslektaşım Umut Efe TÜRKER’e, Ayrıca bu günlere gelmemde büyük pay sahibi olan rahmetli babam İbrahim ÖZER’e, annem Müberra ÖZER’e ve kardeşlerim Arzu GÖKTAŞ ve Dilek ÖZER’e sonsuz sevgilerimi ve teşekkürlerimi sunarım. iv İçindekiler Öz ............................................................................................................................ ii Abstract .................................................................................................................. iii Teşekkür................................................................................................................. iv Tablolar Dizini ........................................................................................................ vii Şekiller Dizini .......................................................................................................... ix Simgeler ve Kısaltmalar Dizini ................................................................................. x Bölüm 1 Giriş ......................................................................................................... 1 Problem Durumu ................................................................................................. 1 Araştırma Problemi ............................................................................................. 5 Sayıltılar .............................................................................................................. 6 Sınırlılıklar ........................................................................................................... 6 Tanımlar .............................................................................................................. 7 Bölüm 2 Araştırmanın Kuramsal Temeli ve İlgili Araştırmalar................................. 8 Programlama ve Programlama Eğitimi ................................................................ 8 Programlama Öğreniminde Gerekli Bilgiler ....................................................... 11 Programlama Öğretiminde Yaşanan Zorluklar .................................................. 13 Programlama Öğretiminde Gerekli Olan Beceriler ............................................ 16 Problem ve Problem Çözme Becerileri ............................................................. 17 Öğrenme Ortamları ve Motivasyon ................................................................... 21 Blok Tabanlı Görsel Programlama .................................................................... 22 Blok Tabanlı Programlama Öğretiminin Katkıları ile İlgili Alanyazın .................. 24 Eğitimde Robotik Kullanımı ............................................................................... 27 Blok Tabanlı Robotik Programlama Öğretiminin Katkıları ile İlgili Alanyazın ..... 31 Bölüm 3 Yöntem ................................................................................................... 35 Çalışma Grupları ............................................................................................... 36 Veri Toplama Araçları ....................................................................................... 39 v Uygulama Süreci ............................................................................................... 48 Verilerin Analizi ................................................................................................. 55 Çalışmanın iç geçerliği ...................................................................................... 55 Çalışmanın dış geçerliği .................................................................................... 56 Bölüm 4 Bulgular ve Yorumlar .............................................................................
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